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e r a l c e d y lt s e n o h
I thatt hist hesis ,which Ihavew irtten ,doe sno tcontaint hework e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w f o s tr a p r o
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
, a tr a k a y g o
Y January15 ,2013
,r e ti r W e h T
ir a i n e Y n a y a W i N
5 1 4 1 2 1 8
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e h T , d o G o t e d u ti t a r g t s e t a e r g y m y a s o t e k il d l u o w I , ll a f o t s ri
F Supreme
r e h t a
F ,fo rHi sneve rending guidance ,love, and blessing lla ym lfie .Healway s e
m f o e r a c s e k a t d n a s p l e
h sot hat I can ifnisht hist hesis .Ir eailzedt ha tHe alway s y
a w a s e k a
m whent heres eemst obenoway.
My deepes tgrattiudeand appreciaiton also go to my advisor ,Carla Sih .
m u H . M , . d P . S , i r a d n a b a r
P , fo r he r patience , wliilngness , encouragement , s
a e d i f o n o it u b ir t n o c d n a , e c n a d i u
g t om de u irngt heproces so fw iritngt histhesis . I ma deeplyi ndebted to he rfo rhe rgrea teffo tri n l eadingmet o accompilsh thi s
. s i s e h
t Ia lso thank Sr iSuryan it ,S.Pd. ,fo rthe oppo truntiy given to me to h
c r a e s e r e h t t c u d n o
c i n he rclass i n X IIPS 3 .My t hankfulnes salso goes t o a ll k
o p e D 1 i r e g e N A M S n i 3 S P I I X f o s t n e d u t
s in 2011/2012academicyear rfo
h c r a e s e r e h t g n ir u d n o it a r e p o o c r i e h
t process.
o s l a d l u o w
I show my grea tappreciaiton t o Drs .Barl iBram ,M.Ed. , D
. h
P ., fo rbeing t he proofreade ro fmy thesi sand al lP BI lecturers in Sanata e
m g n i d i u g d n a g n i h c a e t r o f y ti s r e v i n U a m r a h
D du irngmys tudyi nt heuniverstiy. ,
s f f a t s y r a t e r c e s I B P o t s e o g o s l a e d u ti t a r g y
M MbakDhani da n MbakTari ,and
y ti s r e v i n U a m r a h D a t a n a S n i s n a i r a r b il l l
a whohadgivent hei rbests ervices . t
b e d t a e r g a e w o
I to mygreates tsponsor ,SisterPatriciaLawrence, who .
y ti s r e v i n U a m r a h D a t a n a S n i y d u t s o t y ti n u tr o p p o e m n e v i g d a
h Wtihou therl ove
d n i k d n
a ness , Iwould no thave studied here .My grattiude also goe sto Sister a
k a
T fo rher l ove ,kindness ,encouragement ,and moitvaiton so Ican ifnish my d
l u o w I . s i s e h
x o
t e m d e tr o p p u s d n a d e p l e
h improvemyseflt obeabette rperson by giving grea t y
d u t s o t e m r o f y ti n u tr o p p
o .
Iamgoing toexpressmydeepes tgrattiudet omybelovedparents ,Bapak I n
a w a m s u K n a m o y
N and Ibu N iNengah Srikan it ,fo rthei rgrea tlove and s
s e n d n i
k t o me . Iam rtuly blessed to have them in my lfie . Ialso thank my ,
r e t s i s r e g n u o
y N i Kadek Endriyani and my younge r brother , I Komang a
m r a h
D Diaksa ,for t heri love, suppor tand j oke sdu irng t he proces so fw iritng .s
i s e h t s i h
t
Ialso thank all m y friend sespecially Anisa , eM tia ,Mbak Setyo ,Ika , ,
a g g n
A Bang Franky , Romo Richi , and Nofa f or the grea t moment s and r
e h t e g o t d e r a h s d a h e w h c i h w s e c n e ir e p x e l u f r e d n o
w du irngmystudyi nPBI. My
o t s e o g o s l a e d u ti t a r
g Ayufo rhe rwliilngnesst obet heproofreade ro fmyt hesis . I n
a h
t k Tika and Esther ,fo rbeing my grea tobservers du irng my resear .ch Ialso n
i s d n e ir f y m k n a h
t ExoitcCompany ,especiallyMike ,Atma,and Eilsfort hei r a
h f o t ir i p
s rd work they have shared. Ialso thank al lmy firend sin PB I2008 , e
r a o h w e s o h t y ll a i c e p s
e inPB IC fort hegrea tmomen tdu irngmy study i nPBI . Iamveryhappyt ohaveknownt hemi nmyl fie.
t s e p e e d y m , y ll a n i
F regard go to al lpeople and al lmy friends who tr
o p p u
s me in ifnishing my thesis, which o Ic uld no tmeniton here one by one. MayGodalway sblesst hem.
i x
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.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . E G A P E L T I
T ... i
E G A P L A V O R P P
A S... .... ii .. E
G A P N O I T A C I D E
D ... iv Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... .. ... vi ..
.. .. .. . T C A R T S B
A ... vii R
T S B
A AK... iv ii ..
.. .. .. .. .. .. .. .. .. .. S T N E M E G D E L W O N K C
A ... x....i ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S T N E T N O C F O E L B A
T ... xi T
S I
L OFTABLES... . xv .. T
S I
L OFFIGURES... ... xvi .. T
S I
L OFAPPENDICES... .... x iv i
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground... .. 1 .... .
B ResearchProblem... 3 .. .
C ProblemLimtiaiton... 4 .... .
D ResearchObjecitves... 4 .... .
E ResearchBeneftis...4 .
F Deifniitono fTerm .s... ... ...5
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDescirpiton... 8 .... .
1 CooperaitveLanguageLearning... ... 8 .. .
a Deifniitono fCooperaitveLanguageLearning.. ... 8 .
b KeyElement so fCooperaitveLanguageLearning... 01 )
1 PosiitveI nterdependence... 01 )
2 TeamFormaiton... .. 1.. 1 )
ii x )
4 Socia lSkills... .. ... . .. 21 )
5 Srtuctu irngandSrtucture .s... 21 .
c Teacher’ sRolesi nt heCooperaitveLanguage m
o o r s s a l C g n i n r a e
L ... ... ... . 13 .... )
1 Teache rasi nqurie .r... .. ... . 31 )
2 Teache ra screato .r... .. .. 41 )
3 Teache ra sobserve.r... .. ... . 51 )
4 Teache rasf aclitiato .r... . .. ... . 51 )
5 Teache ra schangeagent... 51 .
2 Mo itvaiton... 16 .
a Deifniitono fMoitvaiton... 6..1 .
b Type so fMoitvaiton... 7..1 .
c Indicator so fMo itvaiton... 7....1 .
3 TeachingandLearningSpeakingi nSenio rHighSchool.. ... . 81 .
a Teacherss houldbeawareoft hedfiference sbetween g
a u g n a l d n o c e
s eandf oreignl anguagel earning t
x e t n o
c s... 91 .
b Teacherss houldgivepracitcef o rboth lfuencyand r
o f y c a r u c c
a thes tudents... 9..1 .
c Teacherss houldprovideoppo truniitesf ors tudents s r e h c a e t g n it i m il d n a k r o w p u o r g g n i s u y b k l a t o t
k l a
t ... .... 91
.
d Teacher splans peakingt askst hati nvolve .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. g n i n a e m r o f n o it a it o g e
n ... .. .... ... 02
.
e Teacher sdesignclassroomacitviitest hati nvolve d n a l a n o it c a s n a rt h t o b n i e c it c a r p d n a e c n a d i u g
g n i k a e p s l a n o it c a r e t n
i ... .... ... 0..2 .
4 Characteirsitc so fSenio rHighSchoo lStudents... 02 .
5 ClassroomAcitonResearch... ... .. .... .. ... 21 .
ii i x .
b Mode lo fClassroomAcitonResearch... ... ... 21 .
B Theoreitca lFramework... 22
Y G O L O D O H T E M . I I I R E T P A H C
.
A ResearchMethod... .. .... .... 24 .
B ResearchSetitng... ... . 26 .... .
C ResearchParitcipant .s... .... . . 27 .... .
D ResearchI nsrtumentsandDataGatheirngTechnique... .. 27 .. .
1 Observaiton... .. .... .. . . 28 .... .
a ObservaitonCheckilsts... .. 28 .. .
b FieldNotes... ... .. ... .. 92 .
2 Quesitonnarie... . ... .. .... . .... 13 .
3 Interview... ... .. .... 23 .
4 Tests... .. .. ... 33 .
5 Students ’Diaires... . ... ... . 43 .
E DataAnalysi sTechnique... . ... ... . 3 6 .
F ResearchProcedure... . 8....3
N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C
.
A CycleOne... . 1....4 .
1 MeeitngOneo fCycleOne... ... .. . ... .. . . 1.... 4 .
a Planningt heFris tMeeitngo fCycleOne... 14 .
b AcitngandObservingt heFris tMeeitngofCycleOne... 44 .
c Relfecitngt heFris tMeeitngofCycleOne... 84 .
2 MeeitngTwoo fCycleOne... .... ... 45 .
a Planningt heSecondMeeitngo fCycle eOn ... 45 .
b AcitngandObservingtheSecondMeeitngo f e
n O e l c y
C ... 65 .
c Relfecitngt heSecondMeeitngo fCycleOne... 16 .
B CycleTwo.. ... ... . 9.... 6 .
v i x .
b AcitngandObservingt heCycleTwo... .. .... . . 17 .
c Relfecitngt heCycleTwo... 57
N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusion. .... ... . 5.... 8 .
B Recommendaitons .... ... ... ... . . 7.... 8
S E C N E R E F E
R ... . 9.... 8 S
E C I D N E P P
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l b a
T 33 .. Bluep irn to fifeldnotesf o routsideobserver... 13 e
l b a
T 43 . . Bluep irn toft hequesitonnarief o rclose-endedquesitons... 13 e
l b a
T 53 .. Bluep irn toft hequesitonnarief o ropen-endedquesitons... 23 a
T eb 6l 3 . B. luep irn to fquesitonsf ori nterview... 33 e
l b a
T 73 . B. luep irn to fquesitonsf ors tudents ’diaires... 43 .
1 . 4 e l b a
T TheFocu sgroup’ss peakingt te rs esutl so fmeeitngonei ncycle o en ... 35 .
2 . 4 e l b a
T Thecomparaitonoff ocu sgroup’s peakingt estr esutlsi n g
n it e e
m oneandmeeitngt woo fcycleo ....ne ... 56 e
h T . 3 . 4 e l b a
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F Thepercentageoff ocu sgroup’ss peakingt estr esutl so f e
n o e l c y c n i e n o g n it e e
m ... 25 e
h T . 2 . 4 e r u g i
F focu sgroupprogressi ns peakingi ncycleone... 66 o
w t g n it e e m n i g n i k a e p s s ’ p u o r g s u c o f f o e g a t n e c r e p e h T . 3 . 4 e r u g i
F .... ... 97
e h T . 4 . 4 e r u g i
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A o fPermissionfromt heMayo ro fSleman.. .. .... ... 19 .
2 x i d n e p p
A ResearchOf ifcia lStatemen tfromSMA Nege ir1Depok.. .. ... .... . .. 3.. 9 e
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A n .dix3 LessonPlans andTeachingMate iral so fCycleOne... .. .. 5.... 9 .
4 x i d n e p p
A LessonPlanandTeachingMateiral so fCycleTwo... . 2..1 1 .
5 x i d n e p p
A ObservaitonCheckilsts fo MeeitngOne i nCycleOne... .. 0.. 1 2 x
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A 6 .ObservaitonCheckilsts fo MeeitngTwo i nCycleOne... 51 2 .
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A ObservaitonCheckilsts fo CycleTwo... 01 3 p
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A endix8 .FieldNote sofMeeitngO ne inCycleOne... ... 9.. 1 3 .
9 x i d n e p p
A FieldNote so fMeeitngTwo i nCycleOne... 21 4 x
i d n e p p
A 1 .0 FieldNote so fCycleTwo... 61 4 1
x i d n e p p
A 1 .TheSummaryo fStudents ’Dia ires... . 1..1 5 1
x i d n e p p
A 2 .Quesitonnarie... 51 5 p
p
A endix13 .TheRawDatao fQuesitonnarie... .... .. 01 6 1
x i d n e p p
A 4 .TheSummaryo fDataf romQuesitonnarie... 71 6 1
x i d n e p p
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6 1 x i d n e p p
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t n e s e r p o t e k il d l u o w r e h c r a e s e r e h t ,r e t p a h c s i h t n
I thei n rtoduciton oft he
e r a y e h T . s tr a p x i s o t n i d e d i v i d s i r e t p a h c s i h T . h c r a e s e
r research background ,
n o it a ti m il m e l b o r p , m e l b o r p h c r a e s e
r ,research objecitve ,research beneftis ,and
.s m r e t f o n o it i n if e d
.
A ResearchBackground
g n i k a e p
S i sone o fthe skill swhich ha sto be mastered by senio rhigh
. s t n e d u t s l o o h c
s M tos studentsinI ndonesiahavebeenl earningEngilshsincet hey
e r
a in the kindergatren .However ,no tmany o fthem are famiila rw tih using
o r s s a l c e h t n i e t a c i n u m m o c o t h s il g n
E om .Theyarer eluctantt ospeak Engilshand
o t d n e
t u sethei rmothert ongueort hei rsecondlanguage( BahasaI ndonesia) .Thi s
s i t a h t m e l b o r p e n o s
i mosltyfoundi ns enio rhighs choolsi nI ndonesia.
The example o fthe case above i sX IIPS 3 student sin SMA Neger i1
k o p e
D . They arealso reluctantt o speak Engilsh .When theresearche rwa sdoing
r e
h Program Pengalaman Lapangan in the class ,the researche rfound tha tthe
s t n e d u t
s lacke d wliilngness in using Engilsh .They tende d to use thei rmothe r
e u g n o
t whent heyw ereaskedce trainquesitonsr elatedt othem tae ira levent hough
r e h c a e t ri e h
t h aad rleady asked t hem t o useEngilsh. tI wa sbecause they klac e d
n o it a v it o
m to speak Engilsh; they w ereafraid o fmak ming istake so rthey l acke d
fl e
e t a t
s t hat using cooperaitve language learning method “enhance learne r
n o it a v it o
m , reduce learne r srtess , and create a posiitve affecitve classroom
e t a m il
c ” .Joyce ,Wei l& Calhoun (2009 )a dd tha tcooperaitve l anguagel earning
d o h t e
m creates students’f eeilng o fbeing r espected and cared fo rby t herif irend s
h c i h
w c an create posiitve atmosphere whlie learning . eB cause i treduce sthei r
e li h w e r e h p s o m t a e v it a r e p o o c d n a e v it i s o p g n it a e r c y b h s il g n E k a e p s o t s s e rt s
, g n i n r a e
l student scan work and l earn togethe rwtih t hei rfirends .They also can
e s a e r c n
i thei rmoitvaitont ospeakEng ilshi nt heclassroom.
t n e m e l p m i o
T themethod i n t heclassroom, t heresearche rdid Classroom
c
A iton Research (CAR) . Classroom aciton research i s teachers ’ aciton i n
e l p m i y b s g n i h c a e t r i e h t g n it a u l a v
e menitng i tin the classroom whlie other s
s n i k p o H ( t i e t a u l a v
e ,2008 .) Merlte r(2009 )add stha tthi sresearch i sdone by
r e tt e b s m o o r s s a l c r i e h t d n a t s r e d n u o t s e v l e s m e h t r o f s r e h c a e
t especially thei r
o t r e d r o n i e n o d t n e m s s e s s a r i e h t d n a , g n i h c a e t n i d e s u s d o h t e m r i e h t , s t n e d u t s
y ti l a u q s ’ g n i h c a e t r i e h t e v o r p m
i .Thi saciton i scycilcal ,which mean sthat the
s s e c o r p r o n o it c a f o s p e t s e m a
s i sdone repeatedly to ge tsome improvemen t
) 8 0 0 2 , y e h c n i H
( . In orde rto know the students ’improvemen tin the learning
.s e l c y c e m o s d i d r e h c r a e s e r e h t ,s s e c o r p
.
B ResearchProblem
, h c r a e s e r s i h t n
I ther esearche rformulate soner esearchproblem:
w o
H doe scooperaitve language learning method increase X IIPS 3 students ’
n o it a v it o
4
.
C ProblemLimtia iton
h
T e researche r ilmtist heparitcipants in t hi sresearch .Theparitcipant so f
h
t i sresearch are 38 student so fX IIPS 3 fo SMA Negeri 1 Depok ,Yogyakatra .
h t f o e s o p r u p e h
T i sresearch i st o overcomeoneo ftheurgent problems found i n
s s a l
c X I IPS 3 related to the students ’moitvaiton to speak Engilsh. In most
c e h t n i e n o d s e it i v it c
a lass ,the student sseemed unmo itvated to speak Engilsh .
e h t , e r o f e r e h
T researche roffere dtheuseofcooperaitvel anguagel earningmethod
o
t increasestudents ’moitvaiton tospeakEngilsh .By usingcooperaitvel anguage
learning method ,student swould be more enthusiasitc in the learning proces s
m e m r e h t o e s u a c e
b ber swould help them. Besides ,the use o fthi smethod can
,s s e c o r p g n i n r a e l e h t n i n o it c a r e t n i s ’t n e d u t s h c a e e z i m i x a
m especially wtihin
( s p u o r g r i e h
t Richard s&Rodgers ,2001 ,p .192). Therefore,t her esearche rilmtie d
e s a e r c n i o t d o h t e m g n i n r a e l e g a u g n a l e v it a r e p o o c f o e s u e h t o t n i h c r a e s e r s i h
t X I
3 S P
I students ’moitvaitont so peakEngilsh inSMANeger i1Depok.
.
D ResearchObjecitve
o t s i h c r a e s e r e h t f o e v it c e j b o e h
T increase et h mo itvaiton fo X IIPS 3
f o s t n e d u t
s SMA Negeri 1 Depok ot speak Engilsh. The soluiton i sby using
c poo eraitvel anguagel earningmethoddu irngt heclassacitviites.
.
E ResearchBeneftis
a t b o e b n a c t a h t s ti f e n e b e m o s e r a e r e h
T ined byXII PS3 students fo SMA
.
1 Thes tudent so fXII PS3 fo SMANegeri1Depok h
c r a e s e r s i h
T madeXII PS 3studentsmoremoitvated t ospeakEngilsh , to
, s n o it s e u q s ’ r e h c a e t r e w s n
a togivethei ropinionsr elatedt o mateiral sdiscussedi n
s s a l c e h
t ,and t o speak wtih t hei rfirends .Beside ,s t hey could enjoy morein t he
s s a l c n i s s e c o r p g n i n r a e
l roombyworkingt ogether .
.
2 Teachersi nSMANege ir1Depok h
c r a e s e r s i h
T ’ s resul tmade teachers i n SMA Negeri 1 Depok ,especially
c a e t h s il g n
E h ers more creaitve in ifnding atrtacitve method sfo rthe student sto
r e h c a e t e h T . h s il g n E n r a e
l s canalso u secooperaitvel anguagel earningmethod in
y B . s t n e d u t s e h t g n i h c a e
t implemenitng thi smethod, t he t eachers can help t hei r
it a r e p o o c k r o w o t s t n e d u t
s vely and help each othe rin clas .s Fu trhermore ,the
e z i m i n i m o t s t n e d u t s e h t p l e h n a c s r e h c a e
t theri anxiety in learning by doing
k r o w p u o r
g .
.
3 Thefuture researchers
h c r a e s e r s i h
T ’ s resul ten irche d the future researchers ’knowledge related
o c f o e s u e h t o
t operaitve acitviite s in the classroom . Besides , th e future
s r e h c r a e s e
r who research the same topic may use the resul to fthi sresearch a s
d n u o r g k c a b h c r a e s e r ri e h
t orr eference.
.
F De ifniitono fTerms
e r a e r e h
T somet erm susedint hisr esearch. Toavoidmisunderstanding,i t
6
.
1 Coopera itveLanguageLearning
r e p o o
C aitve language learning i sa learning proces sin which student s
p u o r g l l a m s n i r o s ri a p n i k r o
w s (Richards & Rodgers ,2001). Douglas (1978)
t a h t s d d
a in cooperative work ,peoplewho have dfiferen tskills ,knowledge, and
. p u o r g a n i h ti w r e h t e g o t k r o w s e c n e ir e p x
e I tmeans t hati n agroup, t herewli lbe
l p o e
p e iwth dfiferen tpersonailites ,skills ,expe irences ,and knowledgewho work
a o t r e h t e g o
t chievet hesamegoal .Becausei ti screated toachievet hesamegoal ,
.s r e h t o e h t e t a v it o m d l u o w r e b m e m h c a
e In thi sresearch ,the researche rassign
k r o w p u o r
g and givet hemcooperaitveacitviitesr elatedt ospeakingso t heycould
e h t f o s r e b m e m r e h t o p l e
h groups tospeakEngilsho rhelpt hemwhen t heyfound
tl u c if fi d y n
a i esinl earning.
.
2 Mo itva iton
m “ , ) 1 0 0 2 ( r e m r a H o t g n i d r o c c
A oitvaiton i ssome kind o finterna ld irve
g n i h t o d o t e n o e m o s s e h s u p h c i h
w si nordert oachieves omething” (p.51 .)Ad irve
a s
i strongsitmulu swhichi nsis tsomeonet odo acitons (Teevan& Briney ,1964) .
n a e m n o it a v it o m , h c r a e s e r s i h t n
I s tha tthe student spay atteniton to both the
e r a y e h t , s e d i s e B . y r o t s g n il l e t e r e li h w s d n e ir f r i e h t d n a n o it a n a l p x e s ’ r e h c a e t
o t g n il li
w g te involved acitvely du irng t heteaching and l earning process .In t hi s
h c r a e s e
r , t heresearche rwli luse t he presence o fstudents ’firend wtihin a group
e h t d n
a cooperaitveacitviite stomoitvatet hemtos peakEngilsh.
.
3 SpeakingSkill
) 3 0 0 2 ( y e li a
B states tha tspeaking i sa producitve ora lskli lconsisti ng
. g n i n a e m e v i g o t d e c u d o r p e r a t a h t s e c n a r e tt u l a b r e
e h t s i h c r a e s e
r use of Engilsh language in speaking by students whlie doing
.s t n e d u t s r e h t o h ti w n o it c a r e t n
i Student swli lge toppo truntiytospeaki npari sand
w y e h t ,t o l a g n i c it c a r p y b , e r o f e r e h T . s p u o r g l l a m s n
i li lbemoref amiilart ospeak
. h s il g n E
.
4 XII PS3Student so fSMANege ir1Depok 3
S P I I
X i s one o f the classe s in SMA Neger i 1 Depok , Sleman ,
e h t n o d e s a B . a tr a k a y g o
Y researcher’sexpeirenceand observaiton when shewa s
r e h g n i o
d Program Pengalaman Lapangan (PPL) ,thi sclassi st hemostt alkaitve
s s a l
c in SMANegeri1Depok.I tconsist so f38 students .Mos toft hemhavegood
n o it a r e p o o
c inl earningwtihothers tudentsi nt heclas .s
.
5 ClassroomAcitonResearch
s i h c r a e s e r n o it c a m o o r s s a l
C researchinwhichsomeoneparitcipatesi nt he
d n a , r e h t e g o t e c it c a r p d n a y r o e h t g n i g n ir b f o s s e c o r
p b irnging aciton and
n o it c e lf e
r togethe rin a systemaitc proces s(Reason & Bradbury ,2001). Thi s
c
a iton research i susually doneby t eacherst o i mprove t eaching’ squaltiyi n t hei r
. ) 9 0 0 2 , r e lt r e M ( s m o o r s s a l
c Therefore, i n t hi sresearch, t he researche rwli ldo an
d n a y r o e h t n o d e s a b n o it c
a atferdoingt heaciton, t heresearcherr e lfect son wha t
e v a
0 1
.
b KeyElement so fCoopera itveLanguageLearning
o t g n i d r o c c
A Kessle r(1992) ,there are ifve key element so fcooperaitve
. g n i n r a e l e g a u g n a
l
)
1 PosiitveInterdependence
s i p u o r g a n i r e b m e m a f o s s e c c u s e h t , e c n e d n e p e d r e t n i e v it i s o p n I
t o n n a c t n e d u t s a t a h t s n a e m t I . s r e b m e m r e h t o e h t f o s s e c c u s e h t h ti w d e t a i c o s s a
l i a f r o d e e c c u s s t n e d u t s , s d r o w r e h t o n I . d e e c c u s s r e b m e m l l a s s e l n u d e e c c u s
g o
t ether .Johnson&J ohnson( 1994 )addthati nposiitvei nterdependence,s tudent s
b i s n o p s e r o w t e v a
h iilites :to learn the assigned mateira land to make sure al l
e v it i s o p t a h t s e t a t s ) 2 9 9 1 ( r e l s s e K . l a ir e t a m d e n g i s s a e h t n r a e l o s l a s r e b m e m
n e p e d r e t n
i dencecanbecreated byt hetasksrtucture, thewayoutcome ssrtuctured
t s i s n o c e r u t c u rt s s e m o c t u o e h T . d e n if e d e r a d e r u t c u rt s s n a e m d n
a s of t wo patrs :
l a o
g -srtucturedi nterdependence, fo rexampleby assigning asinglegroupproduc t
d r a w e r d n
a -srtuctured interdependence, fo rexample by giving bonu spoint st o
t n e d u t s h c a
e o fagroup i fal loft hemember scould ge tcetrain score .Meanwh lie ,
c e r u t c u rt s s n a e m e h
t onsists o fthree pa trs . The fris tpar ti sr - uolesrt ctured
n e p e d r e t n
i denc , e fo rexamplebyassigningd fiferentr ole stoeachstud entwtihina
s i p e t s d n o c e s e h T . p u o r
g mateirals-srtuctured interdependence, fo rexample by
v o r p ( p u o r g a n i d e s u s e c r u o s e r e h t g n it i m
il ide oneworkshee tfo ra group) .The
s i p e t s t s a
l r -ule srtucturedi nterdependence, fo rexampleagroupcanno tmovet oa
2 1
p u o r g h ti w , s s a l c e l o h w e h t h ti w e r a h s o t m o d n a r t a t n e d u t s a g n il l a c y b s i
r e g d o R & s d r a h c i R ( p u o r g r e h t o n a h ti w r o , s r e b m e
m s ,2001) .Meanwhil , e the
y ti v it c a t x e n e h t o t n o e v o m t o n y a m p u o r g e h t n e h w s t s i x e y ti li b a t n u o c c a p u o r g
r e b m e m l l a l it n
u s ifnish t het ask ( Kessler ,1992 .)Kessler( 1992 )addst ha taway
a e r u s n e o
t ccountablitiyi st hrought esitng.
)
4 Socia lSkills
o c c
A rding to Kessler (1992) s , ocia lskill sare related to how students
r e h t o h c a e o t t c a r e t n
i .The students’ i nteraciton i nclude show t o achieveacitvtiy
r
o task objecitve sand how student sinterac tto each othe ra steam-mates .The
k s a t f o e l p m a x
e -related socia lskill sareasking fo rexplanaiton ,explaining i deas ,
d n a , n o it a c if ir a l c g n it s e u q e r , n o it a m r o f n i g n i v i g , s r e h t o f o s a e d i g n it a r o b a l e
e li h w n a e M . s r e h t o f o g n i d n a t s r e d n u g n i k c e h
c , theexampleo fgroup-relateds ocia l
s r e h t o g n i k s a , s n o it u b ir t n o c ’ s r e h t o g n it a i c e r p p a e r a s ll i k
s t o cont irbute ,praising
s r e h t
o ,keepingconversaitonquie tandcalm ,andkeepingt hegroupont ask.
)
5 StructuringandStructures
s e r u t c u rt s d n a g n ir u t c u rt
S a rehow t o organizestudents’i nteracitonswtih
e h
t conten t and wtih each other. There are some examples o f cooperaitve
s e it i v it c a g n i n r a e l e g a u g n a
l proposed by Olsen and Kagan (1992 )a sctied in
d r a h c i
R s andRod s ger (2001 ,p.198) .F rist ,three-stepi nterview :student sworki n
n e h t , w e i v r e t n i s a r e h t o e h t d n a r e w e i v r e t n i s a e n o ; s ri a
p theyr everser oles .At the
t a h w s e r a h s t n e d u t s h c a e , d n
e i s learned du irng the interviews . Second ,
e l b a t d n u o
r :there i sa piece o fpape rand one pen fo reach group .One studen t
e k a
r o e n o d s i ti f
I ally,i ti scalledRoundRobin .Thrid ,think- rp -ai share:t eache rask s
t n e d u t s n e h t d n a , n o it s e u q
a s discus sthe answe rwtih a patrner .Students share
.s s a l c e h t h ti w e s n o p s e r ’ s r e n tr a p r i e h
t Fou trh ,solve- rp -ai share: t eache rpose sa
m e l b o r
p . Each studen thast o ifnd a soluiton i ndividually and t hen explain show
e v l o s y e h
t ti i n an i nterview o rRound Robin srtuctures .Fi tfh ,numbered heads:
s d a e h r i e h t t u p s t n e d u t S . n o it s e u q s k s a r e h c a e t d n a m a e t n i f f o r e b m u n s t n e d u t s
p x e n a c e n o y r e v e e r u s e k a m d n a r e h t e g o
t laint heanswer .Then ,theteachercall sa
. n o d e ll a c e b o t s d n a h r i e h t e s i a r r e b m u n t a h t h ti w s t n e d u t s d n a r e b m u n
.
c Teacher’ sRolesi nt heCoopera itveLanguageLearningClassroom
o t g n i d r o c c
A McDonel lin Kessle r(1992) ,teachers in the cooperaitve
g a u g n a
l e learning classroom hav e some role ssuch a steache ra san inqurier ,
.t n e g a e g n a h c d n a , r o t a ti li c a f ,r e v r e s b o , r o t a e r c
)
1 Teacherasi nquirer
, s r e ri u q n i s
A “teacher sknow t hatt hei rcompetencyr est son explo irng t he
a h c a e t s r e h c a e t w o h f o s e s s e c o r p g n i y lr e d n
u nd student slearn” (p. 164) .They
d n a e n i m a x e y e h T . o d y e h t t a h w n a h t r e h t a r g n i h t e m o s o d y e h t y h w w o n
k a sk
s e u l a v , s f e il e b r i e h
t , o rassump iton .sI nordert omakeaplanf ort hestudent ,st hey
r i e h t w o n k o t d e e
n students; how t hei rstudentsl earn, and acquriet hei rfris tand
. e g a u g n a l d n o c e
s They also appreciate the dfiference so fstudents ’cutlure and
if o r p e g a u g n a
l ciency which they b irng to the classroom .They beileve tha tthe
r e h c a e
t -driected need t o bereplaced by organizing classroom i n a l anguage- cir h
ri v n
6 1
a , s n r a e
l n d become sa more complete teacher” (Bissex & Bullock , 1987 in
.) 2 9 9 1 , r e l s s e
K
.
2 Mo itva iton
s e s s u c s i d t r a p s i h
T threethings .Theyaredeifniitono fmoitvaiton,t ype so f
a c i d n i d n a , n o it a v it o
m tor so fmoitvaiton.
.
a De ifniitono fMo itva iton
g n i n i m r e t e d n i e l o r t n a tr o p m i n a s a h n o it a v it o
M whethe rthe learning i s
s li a f r o s d e e c c u
s (Dornyei ,2005) .According to Schunk ,Pintirch ,and Meece
) 2 0 0 2
( , moitvaitoni s“theproces swherebygoal-driectedacitvityi si nsitgatedand
. p ( ” d e n i a t s u
s 4) .Because tii saprocess ,peoplecan observemoitvaiton t hrough
g n i o d n i tr o f f e d n a e c n e t s i s r e p , s k s a t f o e c i o h c e h t y b e l p m a x e r o f e n o d s n o it c a
“ . g . e ( s n o it a z il a b r e v d n a , g n i h t e m o
s Ir eallywantt oworkont his”) . tImeanst hat
d r o w g n it t u p n i tr o f f e e g a r u o c n e o t s l a o g s e v l o v n i n o it a v it o
m s intoaciton.
, k n u h c
S e ta.l (2002 )state t hat both physica land menta lacitvtiy a re
r e h t o d n a , e c n e t s i s r e p , tr o f f e s li a t n e y ti v it c a l a c i s y h P “ . n o it a v it o m n i d e ri u q e r
M . n o it c a t r e v
o enta l acitvtiy include s such cogniitve aciton s a s planning ,
d n a , s m e l b o r p g n i v l o s , s n o i s i c e d g n i k a m , g n ir o ti n o m , g n i z i n a g r o , g n i s r a e h e r
. p ( ” s s e r g o r p g n i s s e s s
a 5) .Therefore ,moitvaiton i san impo tran tbase fo ral l
i v it c a t s o m h c i h w n i s e it i v it c a ’ s t n e d u t
s ite stha tstudent stake are toward thei r
s l a o
g . When student s are moitvated ,they wli lshow thei r interes t in doing
g n i k r o w , s e it i v it c
a whole-hea tredl ay nddiilgenlty ,havinghighs efl-con ifdent ,and
8 1
tt a , t p e c n o c f l e s , y r e t s a
m tiudes ,and developmenta lage .Meanwhlie, t he externa l
t s i s n o c o s l a s r o t c a
f o fsomesubcomponent ssuch a ssigni ifcan tother ,s t henature
,s r e h t o t n a c if i n g i s h ti w n o it c a r e t n i f
o thel earningandthebroade rcontex.t
n r o
D yei 0(2 05 ,p .22 )alsoexplainsaproces smode lofl earningmoitvaiton
h c i h w m o o r s s a l c 2 L e h t n
i consist so fthree stages :preacitona lstage ,acitona l
e g a t
s , and postacitona lstage .The fris tphase i schoice moitvaiton (preacitona l
t s a h n o it a v it o m s i t a h t ) e g a t
s o be generated because i t wli llead students ’
s a h n o it a v it o m e c i o h c e h T . d e v e i h c a e b o t s k s a t r o s l a o g e h t f o n o it c e l e
s three
: s n o it c n u f l a n o it a v it o
m setitng goals ,forming inteniton sand launching aciton.
s i e s a h p d n o c e s e h
T execuitvemoitvaiton (acitonalstage)t hati smaintaining and
i d g n i c a f e li h w n o it a v it o m d e t a r e n e g e h t g n it c e t o r
p srtacitng in lfuence swhich
e k a
m student s fee ld fiifcul t to accomp ilsh thei rtasks . Thi sphase ha sthree
g n i o g n o , s k s a t b u s t u o g n i y r r a c d n a g n it a r e n e g : s n o it c n u f l a n o it a v it o
m appraisa lo f
c a d n a , t n e m e v e i h c a s ’ e n
o iton conrto l (sefl-regulaiton .) The las t phase i s
l a n o it a v it o
m retrospeciton (postacitona lstage)t hat i sabou thow t hing swen tby
s a h o s l a e s a h p s i h T . n o it a u l a v e n o it c e p s o rt e r g n i o
d three moitvaitona lfuncitons :
m r o
f ing causa lattirbu itons ,elaboraitng standard sand srtategies ,and dismissing
. g n i n n a l p r e h tr u f d n a n o it n e t n
i
.
3 TeachingandLearningSpeakingi nSeniorHighSchool
g n i k a e p
S i sa producitve ora lskli lconsisitng verba lutterance stha tare
e v i g o t d e c u d o r
2 2
)
1 develop a plan o fciritcally informed aciton to improve wha ti s p
a h y d a e rl
a pening, )
2 actt oi mplementt heplan, )
3 observet heeffect soft heciritcallyi nformedacitoni nt hecontexti n d
n a , s r u c c o t i h c i h w )
4 relfec tont heseeffect sast hebasi sfo rfutrhe rplanning ,subsequen t o
i s s e c c u s a h g u o r h t , n o o s d n a n o it c a d e m r o f n i y ll a c it ir
c nofs tage .s
. h c r a e s e r n o it c a m o o r s s a l c g n it c u d n o c n i t n a tr o p m i y ll a e r e r a s p e t s e s o h T
e r u g i
F 2.1 .Kemmi sandMcTaggar’t sMode lo fClassroomAcitonResearch
.
B Theoreitca lFramework
r e t s a m o t e v a h s t n e d u t s l o o h c S h g i H r o i n e
S Engilsh speaking skill .
w o
H ever ,mos tstudent sespecially i nXII PS 3 fo SMA Negeri1 Depokw ereno t
e s u o t d e ir t r e h c r a e s e r e h t , e r o f e r e h T . h s il g n E k a e p s o t h g u o n e d e t a v it o m
e g a u g n a l e v it a r e p o o
c learningmethodt ohelpt hemt oincreasethei rmoitvaiton to
. h s il g n E k a e p
s Cooperaitve language learning (CLL )i sa group learning where
o v n i e r a s t n e d u t
e m e l p m i o t r e d r o n
I n t the use cooperaitve l anguage method in speaking ,
) R A C ( h c r a e s e r n o it c a m o o r s s a l c a d e t c u d n o c r e h c r a e s e r e h
t tha tconsisted o f
e s e r s i h t n I . s p e t s g n it c e lf e r d n a , g n i v r e s b o d n a g n it c a , g n i n n a l
p arch , the
n o d e s a b R A C d e t c u d n o c r e h c r a e s e
r Kemmi sand Mctaggar’t smodel .In thi s
. e m it e m a s e h t t a e n o d e r e w s p e t s g n i v r e s b o d n a g n it c a e h t ,l e d o m
t g n it c u d n o c e li h
W he research ,the researche rrefe rred to the theo ire so f
. g n i n r a e l e g a u g n a l e v it a r e p o o
c The researche rwould prepare speaking acitviites
n
i group .Thegroup acitviite sin t het eachingand l earning proces swouldcontain
y e k e h
t element so fcooperaitve language learning by Kessle r (1992 )which
f o s t s i s n o
c posiitvei nterdependence,t eamf ormaiton ,accountablitiy,s ocials kills ,
.s e r u t c u rt s d n a g n ir u t c u rt s d n
a By involvingt hestudentsi ncooperaitveacitviites ,
d l u o w y e h
t help each otheri n group and t hey would a lso havemoreoppo truntiy
s i h t g n i o d y b , n o i s u l c n o c n I . n o it a s r e v n o c r i e h t n i h s il g n E e s u d n a k a e p s o t
d l u o c h s il g n E k a e p s o t n o it a v it o m ’ s t n e d u t s t a h t d e t c e p x e s a w t i , h c r a e s e r
. a i s e n o d n I n i a tr a k a y g o Y , n a m e l
S Thisr esearchwa sdonebydoingobservaitoni n
s s a l
c X IIPS 3 on July 28 ,2011 .Then ,the researche rimplemented cooperaitve
g n i n r a e l e g a u g n a
l method in teaching speaking in two cycle s wh lie being
n o s g n it e e m o w t n i d e t c u d n o c s a w e l c y c t s ri f e h T . s r e v r e s b o e d i s t u o y b d e v r e s b o
d e t c u d n o c s a w e l c y c d n o c e s e h t , e li h w n a e M . 2 1 0 2 , 5 l ir p A d n a 2 1 0 2 , 9 2 h c r a M
d e t c u d n o c s a w e l c y c e s o h T . 2 1 0 2 , 2 1 l ir p A n
o a t12.05– 13.35i nt hea tfernoon.
.
C ResearchParitcipants
e h
T paritcipants o fthi sresearch were the student sof X IIPS 3 ni SMA
, k o p e D 1 i r e g e
N Yogyaka train t he2011/2012 academic year .They consisted of
s t n e d u t s 8
3 ;17maleand2 1females tudent .s
e s a
B dont heobservaitonconductedi nJuly2011whliedoinghe rProgram
n a g n a p a L n a m a l a g n e
P in SMA Negeri 1 Depok ,the researcher found tha tthe
f o s t n e d u t
s X IIPS 3 had low moitvaiton to speak Engilsh in the classroom .
r e h c r a e s e r e h t , e r o f e r e h
T proposedasoluiton t o t heproblembyusingcooperaitve
languagelearningmethodtomoitvatet hestudentst ospeakEngilsh .Here,t heuse
g n i n r a e l e g a u g n a l e v it a r e p o o c f
o method would give more oppo trun tiy fo r
p u o r g n i s d n e ir f ri e h t h ti w h s il g n E k a e p s o t s t n e d u t
s s.
.
D ResearchI nstrument sandDataGatheringTechnique
e h T . s t n e m u rt s n i e m o s d e s u r e h c r a e s e r e h t , h c r a e s e r s i h t t c u d n o c o T
s n o it a v r e s b o e r e w r e h c r a e s e r e h t y b d e s u s t n e m u rt s n i h c r a e s e
r which consis to f
s e t o n d l e if d n a s t s il k c e h c n o it a v r e s b
o , quesitonnarie , intervie ,w tests, and
s e ir a i d ’ s t n e d u t
r e v r e s b o e d i s t u o r o f s e t o n d l e if f o t n i r p e u l B . 3 . 3 e l b a T
e m i
T Events Purpose
s e it i v it c A m o o r s s a l C
f o s t n i o P d n a
n o it n e tt A ’ 0
3 to know wha thappensin the fris t30 minute so f
s s e c o r p g n i n r a e l d n a g n i h c a e t ’
0
3 to know wha thappens in t he nex t30 minute so f
s s e c o r p g n i n r a e l d n a g n i h c a e t ’
0
3 to know wha thappens in the las t30 minute so f
s s e c o r p g n i n r a e l d n a g n i h c a e t
.
2 Quesitonnaire
q e h
T uesitonnarie i smade to know the students ’knowledge ,opinions ,
s s e c o r p n i a tr e c f o s e c n e ir e p x e d n a , s a e d
i (Wallace ,1998 .) Hopkins( 2008 , p.120 )
g n i s u t a h t s y a
s aquesitonnarie give ssomebeneftis .Oneoft hem i s ti i seasy t o
. e m it h c u m o n d e e n d n a t c u d n o
c In the quesitonnarie ,the researche rprovided
e s o l
c -ended and open-ended quesiton sfo ra ll students fo X IIPS 3 to answer .In
e s o l c e h
t -ended patr ,the student sneeded to g ive a check in o ne column of the
n e p o e h t n i e li h w d e d i v o r p s r e w s n
a -closed patr , they needed to answe rthe
. n o it a n a l p x e e m o s h ti w s n o it s e u q
e s o l c r o f e r i a n n o it s e u q e h t f o t n i r p e u l B . 4 . 3 e l b a
T -endedquesitons
n o it s e u
Q Purpose
3 , 2 ,
1 toknows tudents ’opinionabou tEngilsh 7
, 6 ,
4 to know whethe r cooperaitve language learning method d
u t s s p l e
h entsi nl earningEngilsho rnot 1
1 , 0 1 , 9 ,
5 toknows tudents ’opinion swhlies peakingi ngroup 7
1 , 6 1 , 5 1 , 2 1 ,
8 toknows tudents’f eeilng satfers peakingEngilshi ngroup 4
1 , 3
1 toknows tudents ’const irbuitonsi ngroup 2
2 , 1 2 , 0 2 , 9 1 , 8
1 to know students ’opinion ont herif irend swhlieworkingi n p
8 3
.
F ResearchProcedures
r e h c r a e s e r e h t , h c r a e s e r s i h t n i , d e t a t s y l s u o i v e r p s
A conductedclassroom
. h c r a e s e r n o it c
a Thereweret hreegenera lstep sdonei nt hisr esearch .Thosestep s
s ’ h c r a e s e r e h t g n it r o p e r d n a , h c r a e s e r e h t g n i o d , y d u t s y r a n i m il e r p g n i o d e r e w
.s tl u s e r
s ri f e h
T tstep wa sdoingpreilminarystudy.I nt hi sstep,t her esearche rdid
n o it a v r e s b
o s in clas sX IIPS 3 du irng teaching and learning proces sand then
o t e k il d l u o w r e h c r a e s e r e h T . n o it a v r e s b o e h t g n ir u d d n u o f m e l b o r p t a h w d e d i c e d
e m o c r e v o o t s t n e d u t s e h t p l e
h thei rproblemi ns peaking .Therefore,t her esearche r
n i h c r a e s e r o d o t n o i s s i m r e p d e k s
a clas s X IIPS 3 in BAPPEDA (Regiona l
t n e m p o l e v e
D PlanningBoard) Slemandani nSMANeger i1Depok.
t g n i o d s a w p e t s d n o c e s e h
T h e research . In thi sstep , the researche r
d e t n e m e l p m
i Kemmi sand McTaggar’t smode lo fclassroom aciton research a s
9 9 9 1 ( s n r u B y b d e ti
c ,p .33) .I tconsiste fd o some stages :planning ,acitng da n
, g n i v r e s b
o andr elfecitnga spresentedi nFigure3.1 .
C f o l e d o M s ’t r a g g a T c M d n a s i m m e K . 1 . 3 e r u g i
s t s ri f e h
T tage wa splanning the research .In thi sstage, the researche rasked
e h t l l a d e r a p e r p d n a k o p e D 1 i r e g e N A M S n i h c r a e s e r e h t o d o t n o i s s i m r e p
I . g n i v r e s b o d n a g n it c a s a w e g a t s d n o c e s e h T . d e d e e n s t n e m u rt s n i d n a s l a ir e t a
m n
n i d o h t e m g n i n r a e l e g a u g n a l e v it a r e p o o c d e t n e m e l p m i r e h c r a e s e r e h t , e g a t s s i h t
r e h c r a e s e r e h t d e v r e s b o s r e v r e s b o e d i s t u o o w T . s t n e d u t s e h t o t g n i k a e p s g n i h c a e t
e li h
w making ifeld note sand f liilng i n t wo observaiton checkilsts .Thel as tstage
t c e lf e r s a
w ing .In thi sstages ,the researche rread all t he data gathered from the
. r e h c r a e s e r e h t d n a , s t n e d u t s e h t , s r e v r e s b o e d i s t u
o T nhe ,the researche rmade
e n o d d a h e h s t a h w n o n o it c e lf e
r ;wha twen twel landwha tneeded t o bei mproved
o w t e l c y c r o
f .
e h
T l sast tepwasr eporitng.I n t hi sstage,t her esearcherr epo tredt her esul t
e n o d h c r a e s e r e h t f
o in SMA Negeri 1 Depok in the form o fdesc irp iton. The
o s l a r e h c r a e s e
r drew aconclusion t hat the u se o fcooperaitve language learning
d o h t e
m could r eallymo itvateXII PS 3studentsi n SMA Neger i1 Depokto speak
0 4
I
R
E
T
P
A
H
C
V
N
O
I
S
S
U
C
S
I
D
D
N
A
S
T
L
U
S
E
R
H
C
R
A
E
S
E
R
e h t s t n e s e r p r e t p a h c s i h
T research resul t and discussion o f the e
t a v it o m o t d o h t e m g n i n r a e l e g n a u g n a l e v it a r e p o o c f o n o it a t n e m e l p m
i X IIPS 3
n i s t n e d u t
s SMA Neger i1 Depok to speak Engilsh .The implementaiton o fthe g
n i o d r e tf a d e t c u d n o c s a w d o h t e
m the preilminary study to know the rea l f
o n o it i d n o
c XII PS3student sandt heproblemt hatt heyf acedi nl earningEngilsh . g n i k a e p s n i n o it a v it o m k c a l s t n e d u t s e h t t a h t d e w o h s y d u t s y r a n i m il e r p e h T
t , e r o f e r e h T . h s il g n
E he researche r would presen t the resul t o f the research .
n o it a t n e m e l p m i
a p e h
T ritcipant soft heresearch wereXII PS 3 student so fSMA Neger i1 k
o p e
D which consisted o f38 students .Howeve rone studen tdid no tjoin the t
a s n e p s i d r e h n o s a w e h s e c n i s s s e c o r
p ion .Therefore,t herewereonly37student s e h t e d i v i d d l u o w r e h c r a e s e r e h t ,r e t p a h c s i h t n I . h c r a e s e r e h t n i d e t a p i c it r a p o h w
d n a e n o e l c y c s a w t r a p t s ri f e h T . s tr a p o w t o t n i s s e c o r
p thesecondpar twa scycle
C . o w
t ycleonewa sconducted i n t womeeitng swhliecyclet wo wa sconductedi n c
y c h c a E . g n it e e m e n
o le consisted o f planning , acitng and observing , and g
n it c e lf e
r . The researche r conducted Kemmi s and McTaggar’t s mode l o f h
c r a e s e r n o it c a m o o r s s a l
c in which t he aciton and observaiton w e er done att he m
a
s t n e d u t s r e h t o e h t , y r o t s e h t d l o t e r t n e d u t s e n o n e h
W gavescoret o t herif irends ’
g n i k a e p
s ablitiyusingthespeakingrub ircprovided . e
h t n
I l astacitvtiy, t her esearche rwould ask thestudentst o comeback t o r e h t o o t s n o it s e u q e m o s k s a d l u o w p u o r g e n o , n e h T . ) p u o r g g i b ( s p u o r g t s ri f ri e h t
s p u o r
g int urn .Fo rexample ,GroupAwouldasksomequesitonsr elatedt ot ex tA o
t othe rgroupsorally.I twa sdonet omakesuretheothe rgroupshad understood t
x e
t Awhich readt ot hemwh lieworkingi n smal lgroups G . roup A couldchoose s
r e b m e m p u o r g h c a
e randomly to answert hequesitons .Therefore, each student p
u o r g n i d e s s u c s i d n e e b d a h t a h t y r o t s e h t d n a t s r e d n u d l u o h
s s and t hestory t ha t
d a
h been read yb othe rgroups .The score o fthe quesiton and answer session .
e r o c s p u o r g e h t s a d e s u e b d l u o
w Thegroupwhogott hehighes tscorewouldge t p
u o r g l l A . ) s t n i o p ( d r a w e
r s would ge toppo truntiy to ask quesiton sto the othe r .s
p u o r g
t s o p e h t r o
F - ale rningacitviite ,st her esearche rplanned t oaskf ou rstudent s e h t e r o f e b , t s a l t A . s s a l c e h t f o t n o r f n i y r o t s e h t ll e t e r o t s p u o r g t n e r e f fi d m o r f
s s a l
c ended,t hestudent swouldbeasked t owrtiediairesonwhatt heyf el tdu irng g
n i n r a e l d n a g n i h c a e t e h
t proces .s
e d i s e
B s prepairng l esson plan and mate irals fo rcycleone, t he researche r o
s l
a prepared observaiton check ilsts , ifeld note sformat ,speaking rub irc ,and g
n it ir w r o f s n o it s e u
q students ’diaires .Bothobservaitoncheckilst sand ifeldnote s o
w t a m r o
f uld be used by outside observers who would observe the researche r e h t y b d e s u e b d l u o w c ir b u r g n i k a e p s e h t , e li h w n a e M . n o it c a e h t g n i o d e li h w
y r o t s g n il l e t e r e li h w s d n e ir f r i e h t s s e s s a o t s t n e d u t
, g n it e e m t s ri f s i h t n
I the ifve key element so f cooperaitve language g
n i n r a e
l were implemented well .In the fris tacitvtiy when the researche rasked n
o i n i p o r i e h t f o s t n e d u t s e h
t s about spoo f tex t using think- rp -ai share , one d r a h c i R n i ) 2 9 9 1 ( n a g a K & n e s l O y b s e it i v it c a e v it a r e p o o c f o e l p m a x
e s &
r e g d o
R s (2001) ,the student swere cooperaitve .They gave thei ranswer satfe r s
u c s i
d sing i twtih thei rpatrner . The observe ralso stated tha tmos to fthem l
e v it c a d e t a p i c it r a
p y yb igving thei ropinion s(ifeld note so fthe meeitng eo n in e
n o e l c y
c ) t .I means tha tthe tsructuring and structure t(hink- rp -ai share) w ere .
d o o g
Posiitve interdependence in each group wa screated du irng the proces s s
g n il l e t e r d e c it c a r p d a h t n e d u t s h c a e e c n i
s tory and t heother shad oa ls pracitced .t
i Johnson&Johnson( 1994 )statedt hati nposiitvei nterdependence ,student shad two responsibiilites :to learn the assigned mateira land make sure al l group
.l a ir e t a m d e n g i s s a e h t d e n r a e l o s l a s r e b m e
m In t hi spar,t thestudent salso helped s
r e h t o h c a
e du irng group discussion. An observe rstated tha tthe student spaid e c it c a r p s d n e ir f r i e h t f o e n o n e h w s d n e ir f r i e h t o t k c a b d e e f e v a g d n a n o it n e tt
a d
e t o n d l e if ( y r o t s e h t g n il l e t e
r so fmeeitng one in cycle one) .Fu trhermore ,the g
n i p u o r g s o e n e g o r e t e
h worked wel lin thi smeeitng in which the student swtih s
u o ir a
v Eng ilsh ablitiy worke d togethe rto achieve the same goal .I taffected ’
s t n e d u t
s socia lskills in interacitng wtih each membe ro fthe groups and in o
t g n it c a r e t n
i achieve the task objecitve .The student sparitcipated wel lin the p
u o r